引用本文:徐可1 孙青1  董慧1 于果1 齐心2 齐建光1.在线教学在八年制临床医学专业儿科见习实习阶段的应用[J].中华医学教育探索杂志,2020,(6):695~
在线教学在八年制临床医学专业儿科见习实习阶段的应用
Application of online teaching in pediatric clinical clerkship and internship stage of clinical medicine eight-year program
DOI:
中文关键词:  儿科学  实习  见习  临床医学  在线教学  翻转课堂
英文关键词:Pediatrics  Internship  Clerkship  Clinical medicine  Online teaching  Flipped classroom
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作者单位
徐可1 孙青1  董慧1 于果1 齐心2 齐建光1 1北京大学第一医院儿科 100034 2北京大学第一医院整形烧伤科 100034 
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中文摘要:
      目的 探讨见习实习阶段临床医学八年制医学生对儿科学在线教学的看法及应用效果。方法 选择2020年2月至3月在北京大学第一医院儿科轮转的八年制临床医学专业38名见习学生和12名实习学生为研究对象,采用在线翻转课堂、案例教学(case based discussion,CBD)、问题为基础的学习(problem based learning,PBL)等方式完成2周在线带教。教学结束后,通过对2组学生的问卷调查,了解在线教学效果,以及学生对其的反馈。运用SPSS 26.0软件对相关数据进行统计学分析,组间比较使用卡方检验或Fisher’s精确检验;等级资料采用非参数秩和检验。计量资料组间比较使用独立样本t检验。结果 所有学生都认同此次在线教学的总体安排;认为实际收获超过预期的学生占42% (21/50);认为实际收获跟预期相似的学生占58%(29/50)。此次在线教学中最大的问题是网络拥堵[82%(41/50)];其次是无法实现有效互动[20%(10/50)]。实习及见习学生均认为此次在线教学安排对于理论知识掌握[总体(4.58±0.50)分]、自主学习能力[总体(4.42±0.58)分]和临床思维[总体(4.42±0.58)分]的培养最有帮助;相对认可度最差的是技能操作[总体(2.68±0.87)分]和科研能力[总体(2.98±0.98)分];对于医患沟通能力,见习学生的评分[(3.79±0.99)分]高于实习学生[(3.08±0.67)分],其差异具有统计学意义(P<0.05)。见习学生认为翻转课堂帮助最大,实习学生认为在线CBD帮助最大。绝大多数学生(94%)认为未来有必要保留在线教学。结论 儿科学在线教学受到临床医学八年制见习实习阶段医学生的认可,对医学生能力培养具有重要作用,但不能完全替代线下临床实践。
英文摘要:
      Objective To explore the application effect and feedback of online pediatrics teaching for the clerkship and internship stage of medical students of clinical medicine eight-year program. Methods In this study, 38 clerkship medical students and 12 internship medical students of clinical medicine eight-year program in pediatrics department of Peking University First Hospital from February to March, 2020 were selected as research objects. They had two weeks of online teaching, including online flipped classroom, case-based learning (CBL), and problem-based learning (PBL). The effect of online teaching, and the feedback from these students were all investigated through the questionnaire survey. Results All students were satisfied with the overall arrangement of the online teaching and believed that the results exceed [42% (21/50)] or meet [58% (29/50)] their expectations. According to the feedback, network congestion [82% (41/50)] was the biggest problem in online teaching, followed by the inability of effective interaction [20% (10/50)]. Students all believed that the online teaching arrangement was most helpful for the cultivation of theoretical knowledge (Total scores 4.58±0.50), autonomous learning ability (Total scores 4.42±0.58) and clinical reasoning (Total scores 4.42±0.58), but had minimal impact on the skills operation (Total scores 2.68±0.87) and scientific research ability (Total 2.98±0.98). For the ability of communication between doctors and patients, the scores of clerkship students (3.79±0.99) were significantly higher than those of internship students (3.08±0.67), (P<0.05). Clerkship students considered that online flipped classroom was the most helpful teaching mode, while internship students believed online CBL teaching was the most helpful one. Majority of the students (94%) think it's necessary to keep online teaching in the future. Conclusion Online teaching of pediatrics is approved by the medical students of clinical medicine eight-year program in the stage of clerkship and internship, and plays an important role in the cultivation of the ability of medical students, but it can't completely replace offline clinical practice.
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